Evaluation of Pedagogical Efficacy in the Competency-Based Teaching Approach: Primary Education Stage, Arabic Language Subject as a Model

Abstract

This study presents an analytical investigation of the Learning Achievements Assessment Exam in the Arabic language subject. To achieve the research goals, a field study was conducted on a sample of 36 primary stage learners during the 2023/2024 academic year in Tissemsilt Province. The study focused on measuring the pedagogical efficacy indicator in attaining Arabic language domain competencies by analyzing learners' performance ratings and identifying key criteria obstructing these competencies, particularly since learning achievement assessment relies on qualitative rather than quantitative evaluation.

The study revealed the following results:

• Relative pedagogical efficacy was achieved among sample members with high mastery.
• Qualitative pedagogical efficacy was achieved among sample members with acceptable mastery.
• A category of pupils, estimated at 16.6%, demonstrated partial and limited mastery in written comprehension, suffering from difficulties across all nine evaluation criteria. This highlights ongoing challenges faced by both teachers and learners in achieving the terminal competency of Arabic in primary education.